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University instructors’ contemporary assessment literacy: development and validation of a questionnaire
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DOI：10.1080/02602938.2026.2679157.png)
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Abstract
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Assessment literacy has become a key professional competence in higher education, where instructors are expected to design learning-oriented, ethical, inclusive, digitally mediated and evidence-informed assessment practices. However, existing measures do not fully capture contemporary demands related to feedback, learner involvement, artificial intelligence, learning analytics, accessibility and assessment consequences. This study developed and validated a questionnaire measuring university instructors’ contemporary assessment literacy. Using a multiphase, mixed-methods instrument development design, the study was conducted in two sequential phases. In Phase 1, a preliminary 39-item pool was reviewed by 22 assessment experts from three universities in Tehran. Expert ratings supported item relevance, clarity, representativeness and essentiality, and 12 items were revised. In Phase 2, the revised questionnaire was administered to 670 university instructors from four Tehran universities; 462 usable responses were returned. Exploratory factor analysis supported a nine-factor solution explaining 66.66% of the variance. The retained dimensions were learning-oriented assessment literacy, feedback literacy, learner involvement, fairness and ethics, digital assessment literacy, AI-responsive assessment literacy, inclusive and accessible assessment literacy, consequential validity and washback literacy, and assessment data and learning analytics literacy. Confirmatory factor analysis supported the final 35-item model, with satisfactory reliability, convergent validity, discriminant validity and model fit.
Keywords:
Assessment literacy
higher education
university instructors
questionnaire validation
learning analytics
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